Video Self-Modeling to Teach Classroom Rules to Two Students with Asperger's

Autor/inn/en	Lang, Russell; Shogren, Karrie A.; Machalicek, Wendy; Rispoli, Mandy; O'Reilly, Mark; Baker, Sonia; Regester, April
Titel	Video Self-Modeling to Teach Classroom Rules to Two Students with Asperger's
Quelle	In: Research in Autism Spectrum Disorders, 3 (2009) 2, S.483-488 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2008.10.001
Schlagwörter	Classroom Techniques; Asperger Syndrome; Video Technology; Teaching Methods; Intervention; Program Effectiveness; Behavior Modification + Suchen Sie Ihr Suchwort? Klassenführung; Asperger-Syndrom; Teaching method; Lehrmethode; Unterrichtsmethode; Behaviour modification; Verhaltensänderung
Abstract	Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10